Informal Mentors and Education: Complementary or Compensatory Resources?

Autor/inn/en	Erickson, Lance D.; McDonald, Steve; Elder, Glen H., Jr.
Titel	Informal Mentors and Education: Complementary or Compensatory Resources?
Quelle	In: Sociology of Education, 82 (2009) 4, S.344-367 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/003804070908200403
Schlagwörter	Mentors; Academic Achievement; Socioeconomic Background; Student Characteristics; Social Capital; Educational Attainment; Interpersonal Relationship; Teacher Role; Secondary School Students; Educational Sociology; Educational Environment; Social Environment; Social Networks; Predictor Variables; Correlation; Comparative Analysis; Student Surveys; Disadvantaged Youth; Longitudinal Studies; Sociometric Techniques; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Schulleistung; Sozioökonomische Lage; Sozialkapital; Bildungsabschluss; Bildungsgut; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Sekundarschüler; Bildungssoziologie; Erziehungssoziologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Social network; Soziales Netzwerk; Prädiktor; Korrelation; Schülerbefragung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziometrie
Abstract	Few studies have examined the impact of mentoring (developing a special relationship with a nonparental adult) on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youths to compensate for the lack of social resources or to promote inequality by serving as a complementary resource for advantaged youths. The results of a nationally representative sample of youths show (1) a powerful net influence of mentors on the educational success of youths and (2) how social background and parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox--that informal mentors may simultaneously represent compensatory and complementary resources. Youths with many resources are more likely than are other young people to have mentors, but those with few resources are likely to benefit more from having a mentor--particularly a teacher mentor--in their lives. (Contains 2 figures, 5 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04